ABSTRACT

Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa’s borderlands theory and de Sousa Santo’s theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates’ epistemological border-crossing. We explore how our life history study of 40 research candidates and supervisors across seven Australian universities casts new light on knowledge creation in transnational and First Nations doctoral education. Findings show research supervision as a multimodal process of epistemological border-crossing that is deeply embedded in intersected histories. We argue that a history-informed supervision approach demonstrates the deconstructive possibilities of epistemological border-crossing and contributes towards global epistemic justice.

摘要

现有的有关跨文化博士教育的文献对历史如何进入知识创造和监督关系仍然保持沉默。本文借鉴了安扎尔杜阿的边疆理论和德索萨·桑托关于南方认识论的理论，研究了历史对原住民，移民，难民和具有文化多样性的博士候选人的认识论跨界产生的复杂影响。我们探索了我们对澳大利亚七所大学的40名研究候选人和指导者进行的生活史研究如何为跨国和原住民博士教育中的知识创造提供新的亮点。研究结果表明，研究监督是认识论跨界的多模式过程，深深地嵌入了相交的历史中。